Alumni News
Online Theological Education that Works
This article was originally published in the 2026 issue of focus magazine, the annual publication of the BU School of Theology. This article can be found on page 28. By Debbie Brubaker ('11), director of online and hybrid programs and lecturer.
Building digital communities that center justice and whole-person care for students
In my online course, Space, Place, and Change, students share media that document key aspects of their sacred spaces. Recording the exterior soundscapes of her church, one student’s audio poignantly captures the central role faith communities play in the work of justice today.
The audio begins with the ringing of church bells calling us to worship, then a voice cries out, “No justice, no peace. We’re here! We’re here!” Car horns overlap with the noises of a crowd shouting in approval. Then, a familiar call and response resounds and repeats insistently: “What do we want?” “Justice!” “When do we want it?” “Now!” The first voice returns, this time with a prayer: “Bring peace, God, in our country, and in our world…”
These digital assignments are designed to reorient and deepen students’ relationships to the places where they worship. By documenting the everyday happenings in our sacred places, we see how our commitments—to justice, peace, and hospitality— are lived out in our ministry contexts. These exercises also work as invitations for students to enter in and bear witness to the diverse worlds of ministry their colleagues inhabit. This theological classroom does not require students to leave their ministry fields, uproot their families, and relocate. Instead, remote students remain anchored in their home context, where they strengthen their formation as community leaders while engaging a wider, diverse expanse of Christian life.
Building equitable online programs means that we will continuously consider how historic and systemic barriers to wealth and technology impact our domestic international students.
Online theological education remains animated by questions that have long grounded residential seminary training: How do we prepare faithful leaders to serve God and others, to do good in a world shaped by systemic violence and injustice? Yet online theological education must also consider new questions: How do we cultivate digital learning communities in pursuit of justice when relational presence no longer requires being together physically?
These questions take on new depth in an era where social media functions as an instrument of misinformation, dissolving our bonds as public citizens, and when digital technologies are harnessed in service of the violent aims of profit and power. But these same tools can enable education, strengthen our communal ties, and empower our efforts to resist injustice and care well for one another.
I have trained and prepared to teach in the traditional, residential model of theological education, where formation requires learning in physical proximity, where students pray, eat, and study side by side. But seminary environments, even in their residential form, have radically changed. Students today juggle graduate studies alongside multiple jobs, caregiving, and ministry demands far beyond the walls of the school. And while once an exciting experiment, digital technology and online learning are now central to the preparation and practice of today’s faith leaders. These changes reflect the new realities of spiritual formation and faithful leadership, they reflect what life and ministry look like in a networked world, and this new reality requires us to prophetically imagine new futures for theological education and ministry.
Transformative theological education must include deep formation that engages the whole, embodied, and contextually situated student. Effective online learning can serve this goal and move us beyond transactional learning models if we consider how digital tools can aid collaborative and community- oriented theological training. How might we, for example, use asynchronous discussion to invite students to practice radical attention and presence with one another, to provide space for deep listening and the co-construction of knowledge? Can we design and record lectures with intentional breaks and guided assignments that require students to pause for contemplative reflection or test lecture insights within real-world ministry concerns? How will we use multimedia assignments and synchronous class sessions to provide opportunities for students to model and receive feedback on professional skills such as spiritual counseling techniques, preaching and liturgical leadership, or conflict mediation practices? Innovative online teaching must facilitate formation and engage students in these kinds of multimodal learning.
The rise of online theological education was accelerated by the pandemic, but its impact on the educational landscape stretches back much further. As the Association of Theological Schools (ATS) has reported, online enrollment at ATS schools grew by 195 percent between 2006 and 2016. Research emerging from this history affirms that online theological education is most successful when it intentionally designs and adapts curriculum, technology, and pedagogies for online learners and prioritizes accessibility and presence. These insights echo educational theories like the Community of Inquiry framework, which emphasizes cognitive, social, teaching, and learner presence in effective online education and the principles of Universal Design for Learning, which insists that multimodal and accessible learning designs benefit all students.
Building accessible, equitable, and sustainable models of online learning is our goal at the BU School of Theology. Centering accessibility will look like proactively ensuring course materials can be read by assistive technology and building enhanced options for online learners to choose and personalize assignments. Building equitable online programs means that we will continuously consider how historic and systemic barriers to wealth and technology impact our domestic and international students. We will ensure that program costs and scholarship opportunities are transparent, remain committed to reducing barriers to access, and work hard to increase financial support for students who need it most. We have learned from our peers that sustainable models of online learning are resilient, built to align and adapt to the capacities of the school and the changing demands of ministry. At STH this means we are committed to using scalable educational technology, will schedule courses to meet student needs and faculty resources, invest in our academic support staff, and build programs that reflect the core of our mission.
Our commitment to online theological education at the School of Theology is a commitment to building digital learning environments where we can practice faithful presence with one another. The media and reflections my students share, like the one included here, invite us all to bear witness to the labor and love required of ministry in an unjust world. Online learning and digital technologies open new opportunities that can enable us to be present, bear witness, and learn together across great geographic difference, to participate in one another’s formation as faithful leaders who “seek peace with justice in a diverse and interconnected world¹.”
1 BUSTH's mission statement, found at bu.edu/about/diversity-statement/#mission
Agency Partnerships Lead, United Methodist Communications
The Agency Partnerships team at UMCom has an exciting opportunity to join their team as an Agency Partnership Lead. With your help, we believe we will find a great fit for this position.
This position requires 5 or more years experience in strategic communications with a strong understanding of The United Methodist Church and its infrastructure.
The Agency Partnerships Lead will serve a primary communications partner for assigned general agencies of The UMC, providing strategic support for partners’ content, initiatives, and communications priorities. This individual will support and promote key initiatives from UMC general agencies through UMCom platforms and services.
Job Functions:
- Serve as communications liaison and strategist for assigned general agencies
- Develop and implement communications plan to support partner initiatives
- Work with internal teams to coordinate communications support and identify opportunities to promote partner work across UMCom channels
- Manage/execute partner communications projects, timelines, and priorities
Position Requirements:
- Bachelor’s degree in communications, journalism, or a related field
- Knowledge of The United Methodist Church and the general agency structure
- Strong writing, editing, and messaging development skills
- Experience developing communications strategies and coordinating campaigns
- Ability to interpret analytics and engagement data to inform communications strategy
- Strong organizational and project management skills
- A solution-driven mindset and ability to collaborate effectively with diverse teams and stakeholders
- Experience building relationships across organizations, conferences, or networks
To be considered for this position, we ask for the UMCom application (attached) to be completed and returned along with a cover letter and resume. Agency Partnerships Lead - External Posting Aug.2026 (1) UMCom_JobApplication 2026 (2)
Please forward information to merlandsson@umcom.org for consideration.
BU STH Alumnus Appointed as Assistant Professor of Congregational Studies and Leadership at the Louisville Presbyterian Theological Seminary (LPTS)
This article was originally published by Louisville Seminary, titled “Louisville Seminary Welcomes Dr. Elizabeth J.A. Siwo-Okundi as Assistant Professor of Congregational Studies and Leadership” on July 1, 2026
Elizabeth J. A. Siwo-Okundi, Ph.D., ('05,'18) has been appointed as Assistant Professor of Congregational Studies and Leadership, "effective July 1, 2026" by Louisville Presbyterian Theological Seminary (LPTS).
Dr. Siwo-Okundi joins Louisville Seminary through a collaborative initiative supported by a $10 million Lilly Endowment Inc. grant awarded jointly to Louisville Presbyterian Theological Seminary, Union Presbyterian Seminary in Richmond, Virginia, and Eastern Mennonite Seminary in Harrisonburg, Virginia. The grant supports the development and implementation of a Doctor of Ministry in Adaptive Leadership program designed to equip ministry leaders to navigate the complex challenges facing congregations and communities today.
While Dr. Siwo-Okundi will teach across Louisville Seminary's degree programs, her primary teaching responsibilities will be within the Doctor of Ministry in Adaptive Leadership program, where she will help prepare leaders to cultivate innovation, resilience, and faithful transformation in changing ministry contexts.
Dr. Siwo-Okundi earned a PhD in Practical Theology (Homiletics), Master of Divinity, and Graduate Certificate in African Studies from Boston University. She earned the Master of Theology from Harvard University, completed Clinical Pastoral Education at Dartmouth Health, and earned a BA in Black Studies from Denison University. Dr. Siwo-Okundi is currently a Visiting Researcher at Boston University African Studies Center. She is a member of several academic guilds including the Circle of Concerned African Women Theologians. She also serves on the Harvard Divinity School Alumni/Alumnae Council. In a rare distinction, Dr. Siwo-Okundi stands among the youngest alumni ever to receive an Alumni Citation–the highest award–at Denison University, her achievements etched early into the institution's enduring legacy.
Rev. Dr. Terry E. Litton ’83
The following obituary was originally published on Legacy.com by Auble Funeral Home - Orrville on May 26, 2024, and can be found here.
During his illustrious 42-year career as a United Methodist pastor, he served numerous churches in both the US and abroad including: McZena Hope-Fairview UM Chippewa Church at the Lake in Chippewa; Emmanuel UM in Ashland; Trinity UM-Orrville; Finchley Church in England, UK, where he participated in the exchange program; all before arriving in Cambridge to pastor 23 years at First United Methodist Church.He leaves to cherish his memory wife, Marilee (nee: Slay - married 2006); four children, Michelle (Charles) Betts, Beth (Brian) Canfield, Amy (Steve) Burd, and step-daughter, Jessica (Daniel) Nicewarner; seven grandchildren, Chelsea Betts, Nathan Betts, Emma Canfield, Ike Canfield, Duncan Burd, and step-grandchildren, Adeline Nicewarner, and Oliver Nicewarner; great grandson, Grayson Speicher; and special in-laws, Mark, Nan, and Marco.
A private graveside service will be held at Crown Hill Cemetery with Rev. Craig Redecker officiating.
In lieu of flowers, memorials may be made to First United Methodist Church, P.O. Box 1166, Cambridge, OH 43725, cambridgefirstumc.com.
To plant trees in memory, please visit the Sympathy Store.
Interfaith Chaplain, Part Time (Hybrid), Attleboro Area Interfaith Collaborative: Attleboro, MA
Job Description and Key Responsibilities:
AAIC’s Interfaith Chaplaincy program has been providing spiritual care at Sturdy Memorial Hospital since 1946. This role contains several components: spiritual care in a hospital setting, building relationships with local clergy and houses of worship, and organizing biannual local public events focused on interfaith connection.
Providing trauma-informed, inclusive multifaith spiritual care at Sturdy Memorial Hospital for patients, families, and staff.
Serving as a connector between hospital patients and AAIC’s other programs, including providing them with resources about Food n’ Friends and Resource Junction.
Connecting with and building relationships with local houses of worship and clergy, including but not limited to the Catholic, Protestant, UU, and Orthodox Christian communities, as well as the Jewish and Muslim communities.
Organizing monthly “Clergy Gatherings,” a confidential professional support space for local clergy to gather.
Overseeing and organizing a set of annual events in conjunction with the agency staff and board focused on interfaith connection and community-building, including AAIC’s annual Interfaith Thanksgiving gathering; an interfaith program with the Attleboro Public Library; and more.
Building connections between AAIC’s other programs and the work of interfaith engagement and connection, including but not limited to recruiting volunteers, engaging local clergy in donation drives, and looking for opportunities to build relationships across differences.
Supporting AAIC in making connections with local, statewide, and national interfaith organizations, including supporting with finding grants and opportunities for sustainability.
Serving as the Interfaith representative for AAIC at local gatherings, including AAIC- organized events as well as community events (such as Attleboro Pride or MLK Day Service).
Qualifications:
B.A. or equivalent experience, MDiv and/or ordination preferred
At least one unit of Clinical Pastoral Education (CPE) or equivalent training in spiritual care; hospital-based CPE strongly preferred.
Demonstrated ability to provide compassionate spiritual care across religious, spiritual, and nonreligious traditions.
Ability to maintain appropriate boundaries, confidentiality, and professional ethics in pastoral care settings.
Experience building relationships and collaborating with people from diverse religious, cultural, and socioeconomic backgrounds.
Exceptional written and verbal skills, with the ability to engage effectively with diverse audiences.
Experience participating in, facilitating, or leading interfaith engagement, dialogue, or community-building initiatives.
Highly organized self-starter with the ability to work independently, manage competing priorities, and build collaborative relationships across communities.
Strong organizational and project management skills, including the ability to manage multiple priorities independently.
Ability to work occasional evenings and weekends for community events, clergy gatherings, and hospital needs.
Reliable transportation for local travel throughout the Greater Attleboro area.
Our Commitment
We actively encourage applications from people of color, immigrants and refugees (who are legal to work in the US), people with disabilities, LGBTQ+ individuals, and people from underrepresented religious groups.
To Apply
Please email a cover letter and resume to shir@attleboroaic.org with the subject line: Interfaith Chaplain Position.
Additional Information
Prof. Steven Sandage quoted in New York Times article: It’s Natural to Envy Your Friends
The following is an excerpt from the New York Times article “It's Natural to Envy Your friends” by Elizabeth Passarella, featuring Albert and Jessie Danielsen Professor of Psychology of Religion and Theology Steven Sandage, published August 14, 2026.
...
When we stop to examine our envy, we unearth the “deep desire that is embedded in it,” said Steven J. Sandage, a professor of psychology of religion and theology atBoston University.
Your envy may highlight something that takes you by surprise. “Maybe you didn’t know you cared about or valued this thing, but the tug of envy sends you a message,” said W. Gerrod Parrott, a professor of psychology at GeorgetownUniversity who studies emotions.
...
Community Reading Circles Assistant, Part-Time Contract Position, The Narrative Project of the Christian Century: Chicago, IL
Job Description
Community Reading Circles Assistant
Part-Time Contract Position
Term: September–June
Time Commitment: Approximately 20 hours per month
Compensation: $3,000 total stipend (≥$15/hour)
About The Narrative Project
The Narrative Project is an initiative of The Christian Century that equips people of faith to tell truthful, compelling stories for public life. Through its programs, The Narrative Project helps participants strengthen their skills as storytellers, listeners, and interpreters of the communities they serve.
Community Reading Circles bring people together for sustained conversation around selected readings from the magazine. The program is designed to support thoughtful reflection, deepen relationships, and help participants connect questions of faith, community, and public life.
Position Summary
The Community Reading Circles Assistant will serve as the primary point of contact for a network of individual reading circle facilitators. This person will be the relational face of the program, offering encouragement, guidance, and practical support throughout the program year. They will also be responsible for program monitoring and reporting.
The role is well suited for a divinity school student, recent graduate, or early-career ministry leader who is interested in developing their skills in facilitation, training, theological education, and program leadership. The ideal candidate will be passionate about The Christian Century’s mission and energized by the opportunity to help others lead meaningful conversations in their own communities.
The facilitator will work closely with The Narrative Project staff and will receive support in planning and leading quarterly virtual gatherings for the full facilitator cohort. The position may also include opportunities to contribute to the development of reading guides, discussion questions, reflection prompts, and other program content.
Time Commitment and Structure
The position requires approximately 20 hours per month from September through June.
All responsibilities may be completed remotely and on a flexible schedule. The facilitator should be available for periodic virtual meetings or calls with individual facilitators, quarterly cohort gatherings, and regular check-ins with The Narrative Project staff.
Responsibilities
• Serve as the primary point of contact for Community Reading Circle facilitators.
• Maintain regular communication with facilitators throughout the program year.
• Build supportive relationships with facilitators and help them navigate questions, challenges, and opportunities that arise in their Circles.
• Offer individualized coaching, encouragement, and practical guidance related to group facilitation.
• Support facilitators in strengthening their own leadership and facilitation practices.
• Help onboard and orient new facilitators to the program.
• Assist with facilitator training and the development of facilitation resources.
• Help plan and lead quarterly virtual gatherings for the facilitator cohort, with support from The Narrative Project staff.
• Create opportunities for facilitators to learn from one another, share what is working, and troubleshoot common challenges.
• Share program updates, resources, deadlines, and relevant information with facilitators.
• Gather feedback from facilitators and communicate emerging themes, needs, and concerns to The Narrative Project staff.
• Help track and report program participation and other engagement metrics.
• Complete light administrative work related to facilitator communication, and meeting coordination.
• Contribute, as opportunities arise, to the development of reading guides, discussion questions, reflection prompts, and other materials used by Community Reading Circles.
Qualifications
The strongest candidates will bring a combination of facilitation experience, relational skill, and enthusiasm for The Christian Century and The Narrative Project. Preferred qualifications include:
• Current enrollment in a divinity school, theological school, or related graduate program, or comparable experience in ministry, religious leadership, or theological education.
• Experience facilitating small groups, discussion-based learning, adult education, or congregational conversations.
• Some experience training, mentoring, coaching, or supporting other facilitators, volunteers, or ministry leaders.
• Strong interpersonal skills and the ability to build trust with people across a range of denominational, theological, and congregational contexts.
• Excellent written and verbal communication skills.
• Strong organizational skills and the ability to manage ongoing relationships with multiple facilitators.
• Dependability, responsiveness, and the ability to work independently within a collaborative staff structure.
• Interest in facilitation, theological education, curriculum development, community formation, or public-facing religious writing.
• Alignment with The Narrative Project’s mission and commitment to thoughtful, truthful, and compelling storytelling.
We recognize that strong candidates may not meet every listed qualification and encourage applicants whose experience and interests closely align with the role to apply.
Ideal Candidate
The ideal candidate is a thoughtful and relational leader who enjoys helping others grow. They are comfortable guiding conversations, listening carefully, offering constructive support, and creating spaces where people can reflect honestly and learn from one another. This role offers the opportunity to develop practical experience in facilitator training, coaching, program leadership, theological education, and content development while contributing to a mission-driven initiative focused on strengthening faith communities and public storytelling.
Reverend Larry Carver, M.D. (’66)
This obituary was originally published by Signature Funerals through Legacy and can be found here
Larry Carver, MD [September 14, 1937 - July 24, 2026]
Kansas City, Missouri - Larry Adkins Carver, MD died peacefully in his sleep on July 24, 2026, after having lived with Parkinson's Disease for many years. He was born in San Diego, CA, September 14, 1937 to Lottie and Floyd Carver. Larry was preceded in death by his parents and sister, Patricia.
Larry is survived by his wife of 43 years, Elaine Spencer-Carver, PhD. Surviving family members include: daughter Diana Lee, DO (Robert), their children, Tommi Lee and Jacque Reilly (Nathan). Great grandchildren are Andre, Caydence, Shaina, Madison Lee and Olivia Reilly. Daughter, Deborah Carver Hodges, MD (Andy) granddaughters, Sydney and Julia. Son, Mitch Weatherly (Erin) and grandchildren Nola and Eamonn.
Larry lived a life of service. After graduating with a BA from Southwestern College (Winfield, Kansas) he began a STM degree from Boston University School of Theology finishing in 1966. After serving churches in Massachusetts and Kansas, he began medical school at the University of Kansas Medical Center, completing his MD in 1974. His residency in Psychiatry was completed through the Karl Menninger School of Psychiatry in 1976. Larry studied neurochemistry with Ralph Adams, PhD at the University of Kansas, Lawrence.
Dr. Carver's interest became a beacon for his practice, research and teaching. Larry taught at Louisiana State University, New Orleans; The University of Kansas Medical Center, Kansas City; and the University of Missouri-Kansas City, training a generation of psychiatrists. He developed a Brain Tissue Bank to support brain research initially at the Louisiana State Medical Center and later transferred the Brain Tissue Bank to the University of Kansas Medical Center where it continues to support brain exploration.
In addition to his service as a minister and physician, Larry served his country through the Army, the Army Reserves and The Louisiana National Guard. He was activated during Desert Storm and served at Ft Polk, Louisianna for the duration of the war. He earned the rank of Lt. Colonel. Through his preaching, teaching and leadership, he was beloved and respected by many.
A service of celebration will be held at Trinity United Methodist Church 620 E. Armour Blvd. Kansas City Missouri at 2:00 pm on Friday, August 14, 2026.
Contributions can be made to The Parkinson's Exercise and Wellness Center 3600 W. 95th St. Leawood, Kansas 66206. info@pewc.org. Arr: 816-214-5174
Dr. Georgia Gojmerac-Leiner (’11)
The following obituary was originally published by Legacy and can be found here.
Dr. Georgia Gojmerac-Leiner, D. Min, BCC passed away peacefully on July 29th, 2026 surrounded by her loving family.
Georgia was born on July 5th, 1949 and raised in a tiny hamlet Pravutina in Croatia, where she played in the fields, pastured her cow and saw the image of Mary and Jesus in the tip of the grain of wheat. The sunlight bounced oR the multitude of flowers, charming her, letting her dream that she’d be a poet someday. She did become a poet and published in many journals and anthologies. But poetry did not let her discover herself fully. Years went by and she enrolled in a program oRered by Boston College in pastoral care and counseling.
Coupled with that Georgia began her internship in Clinical Pastoral education (CPE) and became a board-certified chaplain. It was through CPE that Georgia discovered all about herself and was ready to minister to the sick. The highlight of her career was her position as the hospital chaplain of the Emerson Hospital in Concord, MA. There she saw patients in the full spectrum of birthing center, critical care, transitional care, oncology, psychiatry and pediatrics. All morning she’d see patients and, in the afternoons, she’d chart, write articles, create brochures.
Georgia was actively engaged in her beloved professional organization, the National Association of Catholic Chaplains. She wrote numerous articles for their publications, oRered workshops at the annual conferences, and was a leader of monthly prayer. The organization was a source of support and a venue for her talents.
Georgia never tired of studying, learning, reflecting. In everything she had to be professional. She earned an MA in Creative Writing from the University of Virginia, Charlottesville, VA, Master of Library Science from Southern Connecticut State University, MA in Pastoral Care and Counseling at Boston College, MA in Sacred Theology from Boston University School of Theology, and at last she earned her terminal degree of Doctor of Ministry in Pastoral Care and Spirituality. All the while she worked nearly full time and cared for her family.
There were moves between Virginia, Maryland, Vermont and finally to Natick, MA, where she has been living with her family over 30 years.
Georgia was an avid gardener, trail walker, and a discerning cook for her family, who were the most important component of her life. In addition, she grew in her faith so deeply that she fears no death but looks forward to living forever in the loving embrace of God.
Georgia’s passing was preceded by the death of her first born, Abraham, who died at 16 months old. She is survived by her beloved husband of 51 years, Craig Leiner, her lovely sons Gabriel and Tobias, and grandson Eden.
She is also survived by her three sisters, one in Maine and two in Croatia, and by numerous nieces, nephews, grand-nieces and grand nephews.
To send flowers or plant a memorial tree in memory, please visit our flower store.
Religious Education Youth Leader, Part Time, First Parish of Norwell, Unitarian Universalist: Norwell, MA
Position: Religious Education Youth Leader (5-8 hours/week – September-June)
We seek a Religious Education Youth Leader that shares in our mission and wants to support the Religious Education program at First Parish of Norwell. The primary responsibility will be to work with the Director of Community Engagement to deliver programming for the young people and youth of the church.
This is a part time position with in-person responsibilities on Sundays (September through June) 9am – 12pm weekly and 4pm - 7pm twice a month for youth group. There is also approximately 2 hours of preparation required each week which can be done at-home.
Supervision: This position is supervised by the Director of Community Engagement
Qualifications:
1. Bachelor’s Degree or equivalent level of knowledge and experience in religion, education, or related field;
2. Successful experience teaching young people;
3. Self-starter and ability to work collaboratively with a team;
4. Effective written and oral communication skills, including public speaking; and
5. Familiarity and appreciation for liberal religion, preferably knowledge of Unitarian Universalist traditions.
Responsibilities:
1. Work with the Director of Community Engagement to lead Sunday morning religious education classes for young people, including serving as lead instructor for one class;
2. Serve as Youth Group advisor and attend Youth Group gatherings at least two times per month;
3. Work with the Director of Community Engagement to oversee/teach Our Whole Lives (comprehensive sex education classes) for teenagers (training for Our Whole Lives would be paid by the church);
4. Work under the guidance of the Director of Community Engagement to oversee the youth Coming of Age program;
5. Develop and present a story for the Time for All Ages during Sunday morning services once a month or at the discretion of the Director of Community Engagement.
Compensation: $ 30/ hour; for 3 hours each Sunday morning, 3 hours Sunday evening twice a month, and 1-2 hours of preparation each week, totaling up to 25 hours per month. Funding and time for professional development and collegial support with other UU personnel is available.
Candidates may submit a cover letter, resume and references no later than July 1 to:
Amanda Adams
community@firstparishnorwell.org
Please include “Youth Leader” in the subject heading of your email. Our preference is to have someone in the role beginning September 1st.